The trend of globalization is closely associated with frequent international relations. Information and knowledge sharing has become easier and helps us get a clear understanding of the situation of our own countries as well as other countries in the world. Thailand and Taiwan, for instance, are not only located in Asia; the two countries also enjoy good relationships with one another. Compared to the large number of European and American thoughts and literature, research in Taiwan about Thailand’s education is very limited. This research aims to provide directions of teacher education system and teacher quality management mechanism in Thailand. For that purpose, several research methods are conducted in this research, including historical research, documentary analysis, comparative education, and semi-structured and in-depth interview. Analysis of this research is concerned with the background, main contents, problems and future trends in the teacher education system and the teacher quality management mechanism in Thailand.
The main results obtained from this research are summarized as follows: First, in terms of the background of teacher education system and the teacher quality management mechanism in Thailand, the influence of Western teacher education system on that of Thailand and the planning of Thailand teacher’s quality began from amendment of the Constitution Act of 1997 and the National Education Act of 1999. Second, there are many different ways of carrying out teacher education in Thailand: Bachelor of Education, Graduate Diploma and Certification of Teacher’s knowledge Standards. For Thai teachers to become government officers, they need to pass the national examination. Third, teacher supply doesn’t meet the social demand that Thailand is facing. A lot of teachers are more concerned about getting higher salaries rather than paying attention to their students’ learning. Teachers need to enhance their teaching ability and enhance students’ interest in learning. Fourth, in order to comply with the "ASEAN" and the future development needs of the 21st century, Thailand’s teacher education system and teacher quality management mechanism began to plan a six-year curriculum. Finally, from a comparison of teacher professional development programs worldwide, Thailand’s teacher education and teacher quality management system have similarities as well as differences with other countries around the world.
Based on the above-mentioned five results of this study, the following suggestions are made: (1) Strategy should continue to be implemented and should not be changed often. (2) To resolve the problem of teachers not paying enough attention to their students’ learning, it is important to have a serious evaluation mechanism.
(3) Thailand should adopt a program of teacher supply and demand control or well-planned training mechanisms to control the quantity of teachers in the country. (4) For future researches, participants should be studied with an expansion of the level or regional representation for an overall understanding of the teacher education issue. Also, quantitative research techniques could be included for a more global and inclusive data collection.